Methods for effective teaching meeting the needs of all students
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| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
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| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
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|---|---|---|---|
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| 003 | DE-604 | ||
| 005 | 20130904 | ||
| 007 | t| | ||
| 008 | 130522s2013 xx ad|| |||| 00||| eng d | ||
| 020 | |a 9780132698160 |c pbk |9 978-0-13-269816-0 | ||
| 020 | |z 0132698161 (pbk.) |9 0132698161 (pbk.) | ||
| 035 | |a (OCoLC)854712194 | ||
| 035 | |a (DE-599)BVBBV041035104 | ||
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| 100 | 1 | |a Burden, Paul R. |d 1953- |e Verfasser |0 (DE-588)143385194 |4 aut | |
| 245 | 1 | 0 | |a Methods for effective teaching |b meeting the needs of all students |c Paul R. Burden, David M. Byrd |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a xxiv, 384 p. |b Ill., graph. Darst. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and indexes | ||
| 650 | 4 | |a Teaching | |
| 650 | 4 | |a Effective teaching | |
| 650 | 0 | 7 | |a Unterrichtserfolg |0 (DE-588)4187076-1 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Unterrichtsmethode |0 (DE-588)4078637-7 |2 gnd |9 rswk-swf |
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| 689 | 0 | 1 | |a Unterrichtserfolg |0 (DE-588)4187076-1 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Byrd, David M. |e Verfasser |4 aut | |
| 856 | 4 | 2 | |m Digitalisierung UB Erlangen |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026012568&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-026012568 | |
Datensatz im Suchindex
| _version_ | 1819596476513255424 |
|---|---|
| adam_text | IMAGE 1
PREFACE XIII
STANDARDS XX
PARTI FOUNDATIONS OF TEACHING METHODS
1 THE TEACHER AS ADECISION MAKER 1
EFFECTIVETEACHING 2
DECISIONS ABOUT BASIC TEACHING FUNCTIONS 2 ESSENTIAL TEACHER
CHARACTERISTICS 3 EXPECTATIONS FOR EFFECTIVENESS 5
STANDARDS FOR TEACHERS 6
INTASC STANDARDS 7 PRINCIPLES OF LEARNING AND TEACHING 7 FRAMEWORK FOR
TEACHING 7 NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS 8
THE TEACHER AS A REFLECTIVE DECISION MAKER 9
PART11 PLANNING INSTRUCTION
2 KNOWING YOUR STUDENTS 25
IMPLICATIONS FOR DIVERSE CLASSROOMS 26
SOURCES OF STUDENT DIVERSITY 27
DEVELOPMENTAL DIFFERENCES BY AGE 27 COGNITIVE AREA 27 AFFECTIVE AREA 29
PHYSICAL AREA 30
LEARNING STYLES 30 GENDER 32 SEXUAL ORIENTATION 33 LANGUAGE 34
CULTURAL DIVERSITY 36 EXCEPTIONALITIES 37 STUDENTS AT RISK 38
SOCIOECONOMIC STATUS 38
CREATING AN INCLUSIVE. MULTICULTURAL CLASSROOM 39
CREATE A SUPPORTIVE, CARING ENVIRONMENT 39 OFFER A RESPONSIVE CURRICULUM
40
REFLECTION 9 ASPECTS OF INSTRUCTIONAL DECISION MAKING 13 REFLECTION AND
A CONSTRUCTIVIST APPROACH TO TEACHING 13
TOOLS FOR BECOMING MORE REFLECTIVE 15
INCREASING STUDENT DIVERSITY 17
MORE ENGLISH LANGUAGE LEARNERS 19 CHALLENGES OF ENGLISH LANGUAGE
LEARNERS 19 TEACHING ENGLISH LANGUAGE LEARNERS IN ALL CLASSROOMS 19 THE
SIOP MODEL 20
VARY INSTRUCTION 41 PROVIDE ASSISTANCE WHEN NEEDED 42
DIFFERENTIATING INSTRUCTION 43
ELEMENTS OF THE CURRICULUM THAT CAN BE DIFFERENTIATED 43 STUDENT
CHARACTERISTICS THAT TEACHERS CAN DIFFERENTIATE 46 DIFFERENTIATING WITH
THE UNIVERSAL DESIGN FOR
LEARNING 47
GETTING TO KNOW YOUR STUDENTS 49
TYPES OF INFORMATION 50 SOURCES OF INFORMATION 50 USING THE INFORMATION
51
CONTEXTUAL FACTORS TO GUIDE PLANNING 51
VII
IMAGE 2
VIII CONTENTS
3 THE FUNDAMENTALS OF PLANNING 57
WHAT IS PLANNING? 58 REASONS FOR PLANNING 58 FACTORS CONSIDERED IN
PLANNING 59
CURRICULUM CONSIDERATIONS WHEN PLANNING 61
CURRICULUM STANDARDS 62 COMMON CORE CURRICULUM 66 21ST CENTURY SKILLS 67
TYPES OF TEACHER PLANS 69
BACKWARD MAPPING 70 COURSE PLANNING 71 TERM PLANNING 73 UNIT PLANNING 73
WEEKLY PLANNING 74
DAILY PLANNING 76
4 PLANNING LESSONS AND UNITS 93
SETTING GOALS AND OBJECTIVES 94
CONVERTING STANDARDS INTO OBJECTIVES 94 TYPES OF INSTRUCTIONAL
OBJECTIVES 95 WRITING INSTRUCTIONAL OBJECTIVES 97
OBJECTIVES WITHIN THE LEARNING DOMAINS 99
COGNITIVE DOMAIN 100 AFFECTIVE DOMAIN 100 PSYCHOMOTOR DOMAIN 104
PLANNING LESSONS 105
PARTS OF AN EFFECTIVE LESSON 105 LESSON PLAN FORMATS 106
THE LINEAR-RATIONAL APPROACH TO PLANNING 77
FORMULATION OF AIMS AND GOALS 78 SPECIFICATION OF OBJECTIVES 79
ASSESSMENT OF STUDENT NEEDS 79 STRATEGIES AND LEARNING ACTIVITIES 80
EVALUATION OF STUDENT PERFORMANCE 81
ADDITIONAL PLANNING CONSIDERATIONS 82
RESOURCES FOR PLANNING 82 TEACHER-STUDENT PLANNING 83 TEAM PLANNING 84
PREPARING A SYLLABUS 85
PLANNING FOR THE RESPONSE TO INTERVENTION (RTI) 86 PLANNING TO USE
ACADEMIC TIME WISELY 87
SECTIONS OF A LESSON PLAN FORMAT 107 ADDITIONAL LESSON PLANNING ISSUES
111
PLANNING UNITS 112
RESOURCES AND FACTORS IN UNIT PLANNING 113 THE COMPONENTS OF A UNIT PLAN
113 STRATEGIES LEADING TO SUCCESSFUL IMPLEMENTATION OF UNIT PLANS 115
APPLYING THE SIOP MODEL TO PLANNING 115
LESSON PREPARATION 115 BUILDING BACKGROUND 116
PART111 SELECTINGINSTRUCTIONALSTRATEGIES
5 TEACHER-CENTERED INSTRUCTIONAL STRATEGIES 121
A CONTINUUM OF INSTRUCTIONAL APPROACHES 122
TEACHER-CENTERED TO STUDENT-CENTERED APPROACHES 122 DIRECT AND INDIRECT
INSTRUCTIONAL APPROACHES 123 THE GRADUAL RELEASE OF RESPONSIBILITY MODEL
124 DEDUCTIVE AND INDUCTIVE STRATEGIES 126
THE DIRECT INSTRUCTION MODEL 127
CHARACTERISTICS OF DIRECT INSTRUCTION 127 COMPONENTS OF DIRECT AND
EXPLICIT INSTRUCTION LESSONS 129
INSTRUCTIONAL APPROACHES FOR DIRECT INSTRUCTION 132
PRESENTATIONS 132 DEMONSTRATIONS 133 QUESTIONING 134
IMAGE 3
RECITATIONS 137
PRACTICE AND DRILLS 138
REVIEWS 138 GUIDED PRACTICE AND HOMEWORK 139
CONTENTS IX
6 STUDENT-CENTERED INSTRUCTIONAL STRATEGIES 145
SELECTING STUDENT-CENTERED STRATEGIES 146
INQUIRY APPROACHES 148
CONCEPT ATTAINMENT APPROACHES 148 INQUIRY AND DISCOVERY LEARNING 153
PROBLEM-BASED STRATEGIES 154
PROJECTS, REPORTS, AND PROBLEMS 156
SOCIAL APPROACHES 157
DISCUSSIONS 157 COOPERATIVE LEARNING 159 PANELS AND DEBATES 162 ROLE
PLAYING, SIMULATIONS, AND GAMES 163
INDEPENDENT APPROACHES 164
LEARNING CENTERS OR STATIONS 165 INDEPENDENT WORK AND LEARNING CONTRACTS
165
7 STRATEGIES THAT PROMOTE UNDERSTANDING, THINKING, AND ENGAGEMENT 169
STRATEG IES THAT PROMOTE STUDENT UNDERSTANDING 170
IDENTIFYING SIMILARITIES AND DIFFERENCES 171 SUMMARIZING AND NOTE TAKING
172 REINFORCING EFFORT AND PROVIDING RECOGNITION 173
HOMEWORK AND PRACTICE 175 NONLINGUISTIC REPRESENTATIONS 177 SETTING
OBJECTIVES AND PROVIDING FEEDBACK 179 GENERATING AND TESTING HYPOTHESES
181
CUES, QUESTIONS, AND ADVANCE ORGANIZERS 182
HELPING STUDENTS BECOME BETTER THINKERS 183
GUIDANCE FROM TEACHING STANDARDS 184 ENHANCING CRITICAL THINKING 185
STRATEGIESTHAT PROMOTE STUDENT ENGAGEMENT 186
APPLYING THE SIOP MODEL TO STRATEGIES 188
STRATEGIES 188 PRACTICE/APPLICATION 189
PARTIV MANAGING INSTRUCTION AND THE CLASSROOM
8 MANAGING LESSON DELIVERY 193
ISSUESAFFECTING LESSON DELIVERY 194
DEGREE OF STRUCTURE IN LESSONS 194 GROUPING STUDENTS FOR INSTRUCTION 195
HOLDING STUDENTS ACADEMICALLY ACCOUNTABLE 197
MANAGING PARTS OF THE LESSON 199
BEGINNING OF A LESSON 199 MIDDLE OF A LESSON 203 ENDING OF A LESSON 207
MANAGING STUDENT WORK 208
EFFECTIVELY MANAGING SEATWORK 209 COLLECTING ASSIGNMENTS AND MONITORING
THEIR COMPLETION 210
MAINTAINING RECORDS OF STUDENT WORK 211
MANAGING PAPERWORK 211 GIVING STUDENTS FEEDBACK 211
MANAGING WHOLE-GROUP INSTRUCTION 212
PREVENTING MISBEHAVIOR 212 MANAGING MOVEMENT THROUGH THE LESSON 213
MAINTAINING A GROUP FOCUS 214 MAINTAINING STUDENT ATTENTION AND
INVOLVEMENT 214
APPLVING THE SIOP MODEL TO LESSON DELIVERY 216
COMPREHENSIBLE INPUT 216 INTERACTION 217 LESSON DELIVERY 218 REVIEW AND
ASSESSMENT OF LESSON OBJECTIVES 218
IMAGE 4
X CONTENTS
9 CLASSROOM MANAGEMENT 223
CLASSROOM MANAGEMENT 224
AREAS OF RESPONSIBILITY 224 PRINCIPLES FOR WORKING WITH STUDENTS AND
PREVENTING MISBEHAVIOR 226
PREPARING FOR THE SCHOOL YEAR 228
MAKING MANAGEMENT PREPARATIONS 228 MAKING INSTRUCTIONAL PREPARATIONS 231
MANAGING ASSESSMENTS, RECORD KEEPING, AND REPORTING 233
ESTABLISHING A PLAN TO DEAL WITH MISBEHAVIOR 234 PLANNING FOR THE FIRST
DAY 236
ORGANIZING YOUR CLASSROOM AND MATERIALS 236
1 0 CLASSROOM DISCIPLINE 255
MISBEHAVIOR 256
MISBEHAVIOR IN CONTEXT 256 TYPES OF MISBEHAVIOR 256 CAUSES OF
MISBEHAVIOR 257
THREE-STEPRESPONSE PLAN 259
SITUATIONAL ASSISTANCE 261 MILD RESPONSES 263 MODERATE RESPONSES 267
CAUTIONS AND GUIDELINES 269
FLOOR SPACE 237 STORAGE SPACE 238 BULLETIN BOARDS AND WALL SPACE 239
SELECTING AND TEACHING RULESAND PROCEDURES 239
RULES 240 PROCEDURES 242
MAINTAINING APPROPRIATE STUDENT BEHAVIOR 245
HAVING A MENTAL SET FOR MANAGEMENT 245 BUILDING POSITIVE TEACHER-STUDENT
RELATIONSHIPS 246 REINFORCING DESIRED BEHAVIORS 249
SAME PRACTICES TO AVOID 269 GUIDELINES FOR PUNISHMENT 270
DEALING WITH CHRONIC MISBEHAVIORS 271
BULLYING 275
CHARACTERISTICS OF BULLYING 275 EFFECTS OF BULLYING 276 TYPES OF
BULLYING 276 CONFRONTING BULLYING 277
PARTV ASSESSINGAND REPORTINGSTUDENTPERFORMANCE
1 1 ASSESSING STUDENT PERFORMANCE 281
CLASSROOM ASSESSMENT 282
WHAT IS CLASSROOM ASSESSMENT? 282 DATA-DRIVEN DECISION MAKING 283 TYPES
OF ASSESSMENTS FOR DECISION MAKING 284 NORM-REFERENCED AND
CRITERION-REFERENCED
EVALUATION 285 CHARACTERISTICS OF GOOD ASSESSMENT INSTRUMENTS 286
ADAPTING ASSESSMENTS FOR ENGLISH LANGUAGE LEARNERS 286 ADAPTING
ASSESSMENTS FOR STUDENTS WITH SPECIAL NEEDS 287
ESTABLISHING A FRAMEWORK FOR ASSESSMENT 288
PERFORMANCE-BASED ASSESSMENT 289
IMAGE 5
PRODUCT ASSESSMENTS 289
PERFORMANCE ASSESSMENTS 291 WAYS TO RATE STUDENT PRODUCTS OR
PERFORMANCES 292
TEACHER-MADE TESTS 294
PLANNING THE CLASSROOM TEST 294 SELECTING AND PREPARING TEST QUESTIONS
296
CONTENTS XI
ASSEMBLING THE TEST 302 ADMINISTERING THE TEST 303 SCORING THE TEST 303
ACHIEVEMENT TESTS 304
TYPES OF ACHIEVEMENT TEST SCORES 305 THE TEACHER S ROLE IN STANDARDIZED
TESTING 305
1 2 GRADING SYSTEMS, MARKING, AND REPORTING 311
PURPOSES OF GRADING 312
FUNCTIONS OF GRADES 312 CONFOUNDING THE ACHIEVEMENT GRADE 314
GRADING SYSTEMS 315
PERCENTAGE GRADES 315 LETTER GRADES 316 DESCRIPTIVE ASSESSMENTS 316
PASS-FAIL GRADING 316
CHECKLISTS OF OBJECTIVES 316
ASSIGNING LETTERGRADES 31 7
DETERMINING WHAT TO 1NCLUDE IN A GRADE 317 CREATING A COMPOSITE SCORE
317 SELECTING A FRAME OF REFERENCE FOR GRADING 319 DETERMINING THE
DISTRIBUTION OF GRADES 320
PARTVI WORKING WITH OTHERS
CALCULATING SEMESTER AND ANNUAL GRADES 322 NONACHIEVEMENT OUTCOMES 323
RATING SCALES 323 CHECKLISTS 323 SPECIAL REPORTS 324
USING A GRADE BOOK 324
RECORD KEEPING 324 SECTIONS IN A GRADEBOOK 325
REPORTING GRADES 326
REPORT CARDS 327 CUMULATIVE RECORD FILES 327
GENERAL PRINCIPLES IN GRADING AND REPORTING 328
1 3 COLLABORATING WITH COLLEAGUES AND FAMILIES 333
WORKING WITH COLLEAGUES 334
WHAT 1S COLLABORATION? 334 WHY COLLABORATE? 335 COLLABORATE WITH WHOM?
336 COLLABORATION SKILLS AND DISPOSITIONS 338
WORKING WITH FAMILIES 339
REASONS FOR WORKING WITH FAMILIES 340
REFERENCES 359
NAME INDEX 369
SUBJECT INDEX 372
WHY SO ME FAMILIES RESIST 1NVOLVEMENT 342 WORKING THROUGH CULTURAL AND
LANGUAGE DIFFERENCES 343
CONTACTING AND COMMUNICATING WITH FAMILIES 344
WAYS TO COMMUNICATE WITH FAMILIES 344 PARENT-TEACHER CONFERENCES 353
|
| any_adam_object | 1 |
| author | Burden, Paul R. 1953- Byrd, David M. |
| author_GND | (DE-588)143385194 |
| author_facet | Burden, Paul R. 1953- Byrd, David M. |
| author_role | aut aut |
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| building | Verbundindex |
| bvnumber | BV041035104 |
| classification_rvk | DP 1700 |
| ctrlnum | (OCoLC)854712194 (DE-599)BVBBV041035104 |
| discipline | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| id | DE-604.BV041035104 |
| illustrated | Illustrated |
| indexdate | 2024-12-24T03:17:19Z |
| institution | BVB |
| isbn | 9780132698160 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-026012568 |
| oclc_num | 854712194 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxiv, 384 p. Ill., graph. Darst. 28 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spellingShingle | Burden, Paul R. 1953- Byrd, David M. Methods for effective teaching meeting the needs of all students Teaching Effective teaching Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsmethode (DE-588)4078637-7 gnd |
| subject_GND | (DE-588)4187076-1 (DE-588)4078637-7 |
| title | Methods for effective teaching meeting the needs of all students |
| title_auth | Methods for effective teaching meeting the needs of all students |
| title_exact_search | Methods for effective teaching meeting the needs of all students |
| title_full | Methods for effective teaching meeting the needs of all students Paul R. Burden, David M. Byrd |
| title_fullStr | Methods for effective teaching meeting the needs of all students Paul R. Burden, David M. Byrd |
| title_full_unstemmed | Methods for effective teaching meeting the needs of all students Paul R. Burden, David M. Byrd |
| title_short | Methods for effective teaching |
| title_sort | methods for effective teaching meeting the needs of all students |
| title_sub | meeting the needs of all students |
| topic | Teaching Effective teaching Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsmethode (DE-588)4078637-7 gnd |
| topic_facet | Teaching Effective teaching Unterrichtserfolg Unterrichtsmethode |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026012568&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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